班主任专业发展状况深刻影响着教育的整体质量。建设一个协商对话、资源共享、合作发展的班主任学习共同体,不仅能满足班主任个体的专业成长需求,还能促进整体班主任专业素养的提升,进而推动基础教育质量的发展。然而,现实中农村中学班主任学习共同体却存在共同体成员专业发展意识不强、共同体活动单一化和形式化、激励制度不建全等情况。为此,教育行政部门要优化班主任学习共同体的动力环境,为班主任学习共同体提供资源保障,加大对班主任学习共同体的经费扶持;学校要优化班主任学习共同体基础保障机制,完善评价标准,健全评价体系,营造开放民主的文化氛围;班主任个人要转变落后观念,重视提升专业素养,改善心智,增强发展意识,加强对话,增强合作意识。The professional development of head teachers has a profound impact on the overall quality of education. The construction of a class teacher learning community with negotiation and dialogue, resource sharing and cooperative development can not only meet the individual professional growth needs of the class teacher, but also promote the improvement of the overall professional quality of the class teacher, thus promoting the development of the quality of basic education. However, in reality, there are some problems in the learning community of rural middle school head teachers, such as the lack of professional development awareness of community members, the simplification and formalization of community activities, and the lack of an incentive system. Therefore, the education administrative department should optimize the dynamic environment of the class teacher learning community, provide resource guarantees for the class teacher learning community, and increase the financial support for the class teacher learning community. The school should optimize the basic guarantee mechanism of the class teacher learning community, improve the evaluat
